Tool A: School Improvement Planning Template · Web viewImprovement Plan Role Signature Needs Assessment (refer to 2. a ssess n eeds section for more information) The needs assessment

Tool A: School Improvement Planning Template

This tool is part of a series of resources and is designed to be used with the companion documents. The template may be adapted to meet the needs of state education agencies, districts, and schools. The reference for the series is: Layland, A. & Corbett, J. (2017). Utilizing integrated resources to implement the school and district improvement cycle and supports: Guidance for schools, districts and state education agencies. Washington DC: The Council of Chief State School Officers.

At-a-Glance

Date of Plan

Date of Update:

Update Summary:

School Name:

ESSA Status

City/County:

Zip Code:

Phone Number:

Principal:

Contact Information:

District:

Superintendent:

District Liaison/Contact:

Federal Accountability Designation:

Title I Status:

School Leadership team Members:

Name

Position

Name

Position

School Strategic Direction (refer to 1. Set the Direction section)

Vision:

Mission:

Goal 1:

Measure:

Indicator(s)

Data Source

Baseline

Target Year 1

Target Year 2

Target Year 3

1.

2.

Goal 2:

Measure:

Indicator(s)

Data Source

Baseline

Target Year 1

Target Year 2

Target Year 3

1.

2.

Goal 3:

Measure:

Indicator(s)

Data Source

Baseline

Target Year 1

Target Year 2

Target Year 3

1.

2.

Goal 4:

Measure:

Indicator(s)

Data Source

Baseline

Target Year 1

Target Year 2

Target Year 3

1.

2.

Priority Area (based on Needs Assessment)

Strategy

Indicator

Milestones

Timeline

1:

1.1:

1.1.1.

1.1.2.

1.2:

1.2.1.

1.2.2.

2:

2.1:

2.1.1.

2.1.2.

2.2:

2.2.1.

2.2.2.

3:

3.1:

3.1.1.

3.1.2.

3.2:

3.2.1.

3.2.2.

4:

4.1:

4.1.1.

4.1.2.

4.2:

4.2.1.

4.2.2.

Plan Signatures: I have reviewed the plan and understand the work that we need to do together to fully implement the plan. (Signatories could include the principal, other school staff, teaching representatives, school board representative, LEA staff, parent/family advocates, and/or community members.)

Name

Position

Improvement Plan Role

Signature

Needs Assessment (refer to 2. assess needs section for more information)

The needs assessment identifies a school or district’s strengths, weaknesses, opportunities, and threats related to rapid school improvement (see Four Domains of Rapid School Turnaround, Center on School Turnaround, 2017). An analysis of the data is conducted to identify the root cause of the weaknesses. This critical information is then used to select effective practices and create strategies to address the root causes. Complete the following items related to the needs assessment (see Using Needs Assessments for School and District Improvement: A Tactical Guide, Corbett & Redding, 2017).

Elements (indicate the elements included in Needs Assessment)

Demographics:

student

community

personnel

other:

LEA or SEA policies and supports:

operations

learning infrastructure

support for school improvement

Student outcomes/performance:

assessments

graduation rates

post-secondary success

Accountability metrics

other:

Student engagement:

attendance

behavior

other:

Student opportunities:

enrollment/participation in various programs

other:

equity of access to quality instruction

other:

Personnel policy and procedures (e.g., recruitment, hiring, placement, development, evaluation, differentiation, advancement, termination)

Professional practice (e.g., leadership and decision-making, leadership development, planning, curriculum, instruction, family/community engagement, student support services)

Climate and culture (e.g., student and adult perceptions, stakeholder engagement)

Performance management routines (e.g., collecting implementation data, monitoring progress,

Vendor/partner practices and outcomes (e.g., do contracts include performance management provisions?)

Other:

How was the needs assessment, including the root cause analysis, completed and who was involved?

How was stakeholder input included?

Data Analysis (refer to Root Cause Analysis in 2. assess needs section)

Strengths

Evidence

What can be leveraged to move us closer to our goals?

Opportunities

Evidence

Weaknesses

Evidence

What are the root causes?

Threats

Evidence

List top four priority areas based on the needs assessment. Although more can be identified, going deeper in improving fewer areas is often more effective.

1.

2.

3.

4.

Priority Planning & Reporting (refer to 3. create plan section for more information)

For each priority area specified above:

· Strategies are created. Strategies represent effective practices to be implemented by the school and relevant district staff. All strategies are written as a Theory of Action: If…then…and… If…then…and… If we (the effective practice the school implements), then (what teachers, staff, etc. will do as a result of the effective practice), and (what the students do as a result of the effective practice-student focused goal this strategy supports).

· Milestones are indicators of implementing the strategies.

· For each milestone, action plans are developed detailing the incremental steps in completing a milestone.

· Reporting includes implementation (actions and the outputs finished, milestones completed) and results data (strategy and goal measures)

· Monthly Action Status Reporting should be completed and reviewed by the school leadership team. Any needed adjustments are made to keep the work on track.

· Quarterly reporting is shared with the district and supports are discussed and added or modified as needed.

· At least once a semester, milestone completion should be reviewed and adjustments made to ensure milestones are completed by the end of the school year.

· Annually data from strategies and goals are reviewed to determine if targeted results were seen. Recommendations for next year’s plan are discussed and planning adjusted based on the recommendations.

· The interlaced data (implementation and results) are used to identify responsive supports needed to accomplish the plan and make the needed improvements.

· Supports can be both internal and external and include those needed and received from the district, the state education agency, or from external vendors or contractors.

Each priority area is listed below and includes planning and reporting.

Priority 1

Strategy 1.1:

(Edit to include school-identified strategies) If we (the effective practice the school implements), then (what teachers, staff, etc. will do as a result of the effective practice), and (what the students do as a result of the effective practice/student focused goal this strategy supports).

Strategy Performance Measures: (measuring the “then” part of the statement-the adult behavior)

Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 1.1.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

1.1.1.1

1.1.1.2.

1.1.1.3

1.1.1.4

Strategy 1.2:

If we (the effective practice the school implements), then (what teachers, staff, etc. will do as a result of the effective practice), and (what the students do as a result of the effective practice/student focused goal this strategy supports).

Strategy Performance Measures: (measuring the “then” part of the statement-the adult behavior)

Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 1.2.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

1.2.1.1

1.2.1.2.

1.2.1.3

1.2.1.4

Tool C: LEA Self-Reflection to Support School Improvement

This tool is part of a series of resources and is designed to be used with the companion documents. The template may be adapted to meet the needs of state education agencies, districts, and schools. The reference for the series is: Layland, A. & Corbett, J. (2017). Utilizing integrated resources to implement the school and district improvement cycle and supports: Guidance for schools, districts and state education agencies. Washington DC: The Council of Chief State School Officers.

The LEA self-reflection is based on the Four Domains of Rapid School Improvement (Center on School Turnaround, 2017). The self-reflection guides an LEA through examining elements in their performance management system with a strong focus on supporting school improvement. The self-reflection should be completed by the leadership team, including key personnel and stakeholders. Sufficient time should be given to allow for honest discussions, examination of evidence, and consensus building on the current state of each element.

The self-reflection is a potential starting point that informs the LEA’s direction and structure, and works to support school improvement. However, it is NOT a needs assessment. A needs assessment is a systemic process that “identifies a school’s (and to some extent its LEA’s) strengths, weaknesses, and the areas in which improvement is called for” (Corbett and Redding, 2017, p.6). The needs assessment is an essential first step in identifying and addressing the root causes of poor school performance. This self-reflection could be included as one piece of a more comprehensive needs assessment. Further information on needs assessments can be found in the Council for Chief State School Officers’ and the Center on School Turnaround’s Using Needs Assessments for School and District Improvement: A Tactical Guide.

To use the self-reflection, read the element description, review the performance levels, circle or highlight the appropriate performance level, and then document evidence of performance. Note the strengths and weaknesses for each of the domains. Once each team member has completed the self-reflection, review the results together. If the results are sensitive or controversial, one team member or an outside entity could assemble the feedback and share the aggregate results from the entire team (which would allow for anonymity).

1. LEADERSHIP

Element

Consistently Low Performance

Basic

Performance

Moderate

Performance

Consistently High Performance

Evidence

1.a. Prioritize improvement and communicate urgency

1a1. LEA leadership communicates the urgency of school improvement and assists personnel in connecting their work to supporting school improvement.

LEA leadership communicates about schools being identified as a Targeted or Comprehensive Support and Improvement school, or other state-identified determination.

And communicates the urgency of school improvement.

And engages LEA personnel in connecting their work to supporting school improvement.

And includes school and LEA improvement a key topic of every meeting linking a sense of urgency with current and future work of all personnel, students, families and the community.

1a2. A collaborative leadership team representative of key roles across the agency is established.

LEA leadership team is comprised of a superintendent and deputy superintendent.

And has representatives from key roles across the LEA.

And has ongoing meetings with norms and processes to foster collaboration and clear decision-making.

And monitors progress and makes timely adjustments as needed to address LEA and school improvement.

1a3. The LEA sets the overall strategic direction of the LEA (vision, mission, student focused goals, and goal performance measures) to guide improvement work.

The LEA leadership team sets a direction with a stated vision and mission.

And includes student-that includes focused goals and goal measures that are relevant to school improvement.

And ensure personnel And, team members know and can articulate the LEA’s direction and how their work supports the direction.

And uses the direction And, the direction acts as a filter for all projects, initiatives, and programs to address LEA and school improvement.

1a4. The LEA has conducted a needs assessment in specific areas related to school improvement including leadership, talent development, instructional transformation and culture (i.e. Four Domains of Rapid School Improvement).

The LEA leadership team completes a needs assessment.

And utilizes both qualitative and qualitative data.

And uses root cause analysis to identify strengths and weakness related to the Four Domains of School Improvement: leadership, talent development, instructional transformation, and culture.

And includes a root cause analysis to identify the underlying actionable cause(s) of each weakness.

1a5. Policies, structures and expectations are in place to support the school improvement.

Policies, structures and clear expectations are in place.

And support school improvement.

And a collaborative team oversees policy development, structures and access to, school improvement data.

And the team provides support in analysis and use of data to identify and make adjustments in school improvement plans.

1b. Monitor short-and long-term goals

1b1.Strategies (effective practices) for school improvement have been created based on root cause analysis of data.

Strategies are identified.

And represent effective practices from the Four Domains of School Improvement.

And each strategy is written as a theory of action (If we…then…and...) to express what the LEA will do, the anticipated impact on schools, and result on student-focused goals.

And include strategy measures to measure the impact of LEA work (the then part of the strategy).

1b2. Milestones to implement and gauge progress on strategies have been created.

Milestones are developed.

And represent steps needed to implement the effective practices (strategies) to support school improvement.

And include actions to complete each milestone.

And actions include timelines, outputs resources, responsible staff and collaborators.

1b3. The LEA monitors implementation of the school improvement plans and make adjustments in personnel, programs, policies, and methods as needed to keep the effort on track.

School improvement plans are reviewed.

And common elements are identified or coded based on domains and effective practices.

And implementation data are used to make timely adjustments in personnel, programs, policies, and methods to keep progress on track.

And inform when swift interventions need to be made to address waning progress.

1c. Customize and target supports to meet needs

1c1. The LEA has a defined differentiated system of support to address school improvement needs.

A system of support is in place.

And reflects effective practices to support school improve.

And includes differentiation in methodology, frequency, duration, and resources to address each school’s improvement needs.

And includes reviewing implementation data in response to supports, so needed adjustments can be made.

1c2. The LEA grants school leaders reasonable autonomy to reallocate resources (e.g., personnel, funding, schedule) to address school priorities.

Clear expectations and procedures to allocate resources are in place.

And include a decision-making process to make resource allocation decision.

And grants leaders in improvement schools reasonable autonomy to reallocate resources (e.g., personnel, funding, schedule) to address improvement priorities.

And includes examining the effectiveness of reallocations so timely needed adjustments can be made.

1c3.The LEA grants school leaders reasonable autonomy to make decisions to address school priorities.

LEA leadership communicates the importance of setting school priorities for improvement.

And grants school leaders reasonable autonomy to make decisions to address school priorities for improvement.

And provides additional flexibility for school leaders to decide on a few strategic priorities that could be early “wins”.

And includes examining the effectiveness of the decisions in improving school performance, so timely needed adjustments can be made.

Strengths and Weaknesses in Leadership

2. TALENT DEVELOPMENT

Element


Basic Performance

Moderate Performance


Evidence

2a. Recruit, develop, retain, & sustain talent

2a1. The LEA operates with a transparent system of procedures and protocols for recruiting, evaluating, rewarding, and replacing talent, so it has the capacity to carry out its mission.

There are recruitment and evaluation, procedures in place.

And differentiated rewards to support excellence.

And procedures and protocols are part of a system for recruiting, evaluating, rewarding, and replacing talent based on needs.

And includes a level of transparency and access to data to address talent needs for school improvement.

2a2. The LEA, schools and communities work collaboratively to recruit, retain and match highly effective principals and teachers to schools based on need.

The LEA oversees the recruitment and retention of principals and teachers.

And matches principals and teachers to schools based on need.

And collaborates with schools and communities in matching highly effective principals and teachers to school improvement needs.

And provides timely access to data to make needed changes, so staff has the competencies to carry out their role in school improvement.

2a3. The LEA and schools work collaboratively to implement an induction program to support new teachers and leaders in their first years of teaching and leading.

An orientation is provided to new employees.

And a teacher and principal induction program is in place.

And includes collaboration with schools and other stakeholders to implement and periodically review the induction program.

And includes differentiated support for new teachers and leaders in their first years of teaching and leading at schools in improvement.

2b. Target professional learning opportunities

2b1. The LEA has adopted or created professional learning standards or criteria to ensure professional learning is of high quality and is provided consistently.

Professional learning standards are in place.

And personnel understand, can articulate, and can relate the standards to school improvement.

And the standards are consistently used to provide high quality professional learning on effective practices for school improvement by LEA staff.

And staff support schools in using professional learning standards to select and provide high quality, relevant professional learning to school staff.

2b2. The LEA aligns professional learning with identified needs, based on personnel evaluation, school performance, and student performance.

Professional learning is based on overall LEA needs.

And personnel evaluation data are used to match professional learning to personnel needs.

And school and student performance data are used to match professional learning to school needs.

And is prioritized based on school improvement needs.

2b3. The LEA supports schools in providing professional learning that is appropriate for individual teachers and personnel with different experience and expertise.

School improvement plans are reviewed to ensure that professional learning actions are tied to needs.

And feedback is provided to schools to improve the quality of professional learning actions in their plans.

And supports are provided to help schools differentiate professional learning based on the experience and expertise of individual teachers and personnel.

And include supports to effectively evaluate the effectiveness of professional learning.

2c. Set clear performance expectations

2c1. The LEA leadership team communicates clear goals for personnel performance aligned with the established evaluation system.

An established evaluation system is in place and shared with all employees.

And the system is used consistently by all to support personnel performance goals

And support is provided to identify schools to effectively utilize the system to address employee issues.

And support is provided to hold leadership and staff accountable for meeting personnel performance goals.

2c2. The LEA leadership team communicates clear expectations for school performance and improvement so students get the best education possible.

There are clear expectations for school performance and improvement so students receive the best education possible.

And all personnel know and can articulate the expectations for school performance and improvement.

And LEA leaders communicate clear expectations for school performance and improvement to schools and communities.

And LEA leaders continuously review and revise school improvement communications to better reflect the expectations as needed.

2c3. The LEA and school leadership work collaboratively to facilitate swift exits of underperforming personnel to minimize further damage.

Procedures exist for corrective action for underperforming personnel.

And include actions to address consistently low performing personnel in low performing schools.

And includes collaboration with school leadership work to facilitate swift exits of underperforming personnel to minimize further damage.

And includes steps to quickly replace the exited personnel with effective staff to minimize further damage.

Strengths and Weaknesses in Talent Development

3. INSTRUCTIONAL TRANSFORMATION

Element


Basic Performance



Evidence

3a. Diagnose and respond to student learning needs

3a1. The LEA provides protocols to assist teachers drill down on individual student needs and create instructional action plans aligned to those needs.

Protocols and procedures to drill down on individual student needs are in place.

And include samples to create instructional action plans aligned to individual student needs.

And include professional learning on the use of protocols to create instructional action plans to address individual student needs.

And include needed adjustments are made to the protocols and procedures based on evaluation data.

3a2. The LEA provides flexibility and supports in creatively using instructional time to meet the learning needs of students.

Creative ways to extend instructional learning time to address student learning needs is actively explored.

And policies or procedures are revised to support schools in creatively extending and maximize instructional time to address student learning needs.

And guidance on effectively providing high quality instruction during extended learning time to address student learning needs is provided

And schools are held accountable for providing high quality instruction during the extended learning times.

3a3. The LEA provides access to data sources for teachers to be able to conduct student progress monitoring of student outcomes.

LEA data procedures are in place to gather data student outcomes.

And includes school access to the data.

And includes guidance on using data to conduct progress monitoring of student performance.

And includes resources to assist students and families in understanding progress monitoring of student performance.

3b. Provide rigorous evidence-based instruction

3b1. The LEA has set high academic standards and ensures access to rigorous standards-based curricula.

Standards and assessments have been adopted.

And curriculum and instruction are aligned with standards to support rigorous learning.

And guidance on using a variety of instructional modes to meet the student needs based on formative assessment data is provided.

And instructional meetings are conducted to review instructional practices and gather feedback to better use the guidance and sample lessons.

3b2. The LEA assists schools in selecting and implementing evidence-based programs and interventions with fidelity to address student needs and eliminate those that are not.

School improvement plans are reviewed at the LEA level for compliance related to evidence-based programs and interventions.

And timely feedback is provided to schools to the selection of evidence-based programs and interventions in school improvement plans.

And support and resources on effectively using fidelity checks of selected programs and interventions are provided.

And includes assisting schools in evaluating the implementation and effectiveness of programs and interventions.

3b3. As gaps are identified in the curriculum or instructional delivery, the LEA develops plans to strengthen curriculum and instructional delivery.

A process to review curriculum and instructional delivery to identify gaps is in place.

And includes creating and implementing actions to address the gaps.

And includes assisting schools in identifying gaps in the use of the curriculum or instructional delivery in daily teaching.

And includes building school capacity to regularly monitor and make adjustments to actions to address gaps are completed.

3c. Remove barriers and provide opportunities

3c1. Systematically identify barriers to student learning and opportunities to enhance learning for students who demonstrate early mastery.

Policies and practices are reviewed to identify artificial and non-academic barriers to student learning and enhanced learning opportunities.

And actions to remove barriers to student learning and opportunities to enhance learning opportunities within its control are implemented.

And partnerships with other organizations, including businesses, are established to increase enhanced learning opportunities for students who demonstrate early mastery.

And supports are provided to schools on creating and utilizing the partnerships to provide enhanced learning opportunities for students who demonstrate early mastery.

3c2. Partner with community-based organizations, such as health and wellness organizations, youth organizations, and other service providers, to support students in overcoming obstacles and developing the personal competencies that propel success in school and life.

Obstacles to students developing personal competencies that propel success in school and life are identified in collaboration with identified schools.

And community-based organizations, such as health and wellness organizations, youth organizations, and other service providers are identified to support students in overcoming obstacles.

And partnerships with the identified community-based organizations are established.

And support is provided to schools for creating and utilizing the partnerships to support students in overcoming obstacles and developing and developing personal competencies for success.

Strengths and Weaknesses in Instructional Transformation

4. CULTURE SHIFT

Element


Basic Performance



Evidence

4a. Build strong community intensely focused on student learning

4a1. Ongoing conversations between LEA and school personnel and families are candid, supportive, and flow in both directions.

Avenues for two-way communication between LEA and school personnel and families are in place.

And include ongoing communication between LEA, school personnel and families.

Such communication is specific, candid and supportive of identified schools, their students, and their families.

And information from the two-way communication is used to further strengthen LEA, school, and family relationships.

4a2. The LEA provides opportunities and avenues for sharing school improvement progress and successes with students, family, teachers, and leaders, starting with quick wins early in the turnaround process. Early successes promote an expectation for further success and engender confidence in the competence of colleagues.

A communication plan is in place to gather and share school improvement progress and successes with internal and external stakeholders.

And includes structures and routines for collaborative reflection on school improvement progress and successes.

And is used to routinely communicate school improvement progress and successes with internal and external stakeholders.

And utilizes lessons learned from successes to encourage and support school improvement work to increase success.

4a3. Create opportunities for members of the school and LEA community to come together to discuss, explore, and reflect on student learning.

Opportunities for LEA community members to come together to discuss, explore, and reflect on student learning are available.

And information from discussions and reflections are used to increase community engagement in school improvement efforts.

And is used to provide support to schools in creating local opportunities for school community members to come together to discuss, explore, and reflect on student learning.

And includes supports to schools on utilizing information from discussions and reflections to increase community engagement in their school improvement efforts.

4b. Solicit and act upon stakeholder input

4b1. Collective perceptions about the degree to which school climate is or is not positive is gathered and used to gauge climate-related work by LEAs and schools striving for improvement.

A process to gather feedback on school improvement efforts is established.

And includes a diagnostic instrument to gather feedback early on in the improvement process from stakeholders.

And includes the use of periodic surveys to follow-up on perception of school improvement efforts.

And includes professional learning to school leaders on assessing stakeholder perceptions and acting on what they have learned.

4b2. Stakeholder perceptions are considered when identifying priorities and improving the underlying conditions that contribute to school climate issues.

A process to summarize stakeholder perceptions for use in decision making is established.

And includes using summary information to improve the underlying conditions that contribute to both LEA and school climate issues.

And includes assistance schools in using the information to determine priorities to improve the underlying conditions that contribute to school climate issues.

And includes resources to identify and implement evidence-based approaches to improve the underlying conditions that contribute to school climate issues.

4b3. Acknowledge and respond to constructive feedback, suggestions, and criticism.

Constructive feedback, suggestions, and criticism are gathered by stakeholder input.

And are used to improve school improvement efforts.

And is used to assist schools in documenting and responding to feedback, suggestions and criticism.

And includes collaborating with schools to implement improvement actions based on the feedback, suggestions and criticism.

4c. Engage students and families in pursuing educational goals

4c1. Intentionally build students’ personal competencies to pursue goals, persist on tasks, appraise progress, hone learning strategies, and direct their learning to enhance capacity to succeed.

The importance of building student personal competency skills is reflected in the LEA’s overall direction.

And is communicated to internal and external stakeholders.

And policies and practices are reviewed and revised to support schools in building students’ personal competencies.

And professional learning and resources are provided to schools to build students’ personal competencies.

4c2. Provide students with opportunities to connect their learning in school with their interests and aspirations.

Instructional guidance documents include examples of how teachers can help students connect learning with their interests and aspirations.

And includes resources to community-based learning opportunities for students to connect their learning with their interests and aspirations.

And support is provided to schools in utilizing the instructional guidance to increase student learning with their individual interests and aspirations.

And assists schools in monitoring the use and results of student learning in community-based learning opportunities to improve and expand opportunities.

4c3. Meaningfully engage parents in their child’s learning, progress, interests, and longterm goals.

A parent guide on how to engage in their child’s learning, progress, interests, and longterm goals is available.

And includes resources assessments, interest inventories, and career and college information.

And professional learning is provided to schools on the use of the parent guide and resources to increase parent engagement in their child’s learning.

And includes support to collect and use data to inform effective practices to improve family engagement.

Strengths and Weaknesses in Culture

Additional elements that might be useful to include in an LEA self-assessment include local school board effectiveness or the use of external vendors. For more information on sample indicators for these elements, please see the Council for Chief State School Officers’ and the Center on School Turnaround’s Using Needs Assessments for School and District Improvement: A Tactical Guide

Reporting

Implementation Data

Strategy 1.1

1st Semester

2nd Semester

Milestones Completed (%)

Milestones Behind Schedule

Cause & Adjustments Made

Milestone 1.1:1

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

Actions Completed (%)

Outputs Completed (list)

Actions on Time (%)

Actions Behind Schedule (%)


Resources/Budget Used

Additional Information/Comments

Strategy 1.2

1st Semester

2nd Semester




Milestone 1.2.1:

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Performance Data

Strategy

Indicator

Target

Annual Progress

Explanation & Needed Adjustments

Strategy 1.1

Strategy 1.2

Supports

List any support(s) provided by the district, state, or other organizations. Identify how the supports were used and how effective the supports were, based on data (include any relevant data in the explanation if it is available).

Supports

Provider

How were supports used?

How effective were the supports?

Priority 2

Strategy 2.1:

(Edit to include school-identified strategies) If we (the effective practice the school implements), then (what teachers, staff, etc. will do as a result of the effective practice), and (what the students do as a result of the effective practice-student focused goal this strategy supports).

Strategy Performance Measures: (measuring the “then” part of the statement/the adult behavior)

Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 2.1.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

2.1.1.1

2.1.1.2.

2.1.1.3

2.1.1.4

Strategy 2.2:



Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 2.2.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

2.2.1.1

2.2.1.2.

2.2.1.3

2.2.1.4

Reporting

Implementation Data

Strategy 2.1

1st Semester

2nd Semester




Milestone 2.1:1

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Strategy 2.2

1st Semester

2nd Semester




Milestone 2.2.1:

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Performance Data

Strategy

Indicator

Target

Annual Progress


Strategy 2.1

Strategy 2.2

Supports

List any support(s) provided by the district, state, or other organizations. Identify how the supports were used and how effective they were based on data (include any relevant data in the explanation if it is available).

Supports Needed

Supports Provided

Source (district and other organizations)

Effectiveness

Priority 3

Strategy 3.1:



Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 3.1.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

2.1.1.1

2.1.1.2.

2.1.1.3

2.1.1.4

Strategy 3.2:



Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 3.2.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

3.2.1.1

3.2.1.2.

3.2.1.3

2.2.1.4

Reporting

Implementation Data

Strategy 3.1

1st Semester

2nd Semester




Milestone 3.1:1

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Strategy 3.2

1st Semester

2nd Semester




Milestone 3.2.1:

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Results Data

Strategy

Indicator

Target

Annual Progress


Strategy 3.1

Strategy 3.2

Supports


Supports Needed

Supports Provided


Effectiveness

Priority 4

Strategy 4.1:



Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 4.1.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

4.1.1.1

4.1.1.2.

4.1.1.3

4.1.1.4

Strategy 4.2:



Indicator

Data Source

Baseline

Target Year 1

Target Year 2

Milestone 4.2.1:

Actions

Anticipated Outputs

Timeline

Resources/Budget

Person Responsible

Collaborators

4.2.1.1

4.2.1.2.

4.2.1.3

4.2.1.4

Reporting

Implementation Data

Strategy 4.1

1st Semester

2nd Semester




Milestone 4.1:1

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Strategy 4.2

1st Semester

2nd Semester




Milestone 4.2.1:

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter



Actions on Time (%)





Results Data

Strategy

Indicator

Target

Annual Progress


Strategy 4.1

Strategy 4.2

Supports


Supports Needed

Supports Provided


Effectiveness

Tool D: Fishbone Template for Root Cause Analysis

*Additional pages (e.g., budget and compliance assurances) are then added as attachments to the plan. The budget would show evidence of braiding funds from multiple sources and other strategic leveraging of resources.

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Documents

Tool A: School Improvement Planning Template · Web viewImprovement Plan Role Signature Needs Assessment (refer to 2. a ssess n eeds section for more information) The needs assessment